Teaching Research On "Problem-based Learning" In High School Chemistry In The Perspective Of Core Literacy

The “Chemistry Curriculum Standards for General High Schools(2017Edition,2020 Revision)” proposes five core competencies in chemistry disciplines,namely “macro identification and micro analysis”,“scientific inquiry and innovation consciousness”,“evidence reasoning and model cognition”,“scientific Attitudes and Social Responsibility”,“Changing Concepts and Balancing Thoughts”.Under the socialist core values,they reflect the basic requirements of chemistry education for human beings,and also comprehensively demonstrate the important value of chemistry course learning and students' future development.“Problem-based learning” is a more generalized problem solving process.In the implementation process of problem-based learning,it is necessary to build a “three-in-one” problem system with students' problems as the main problem.This is conducive to allowing students to acquire knowledge while developing their abilities and improve the core literacy of chemistry.The purpose of this paper is to study the teaching of “problem-based learning” in high school chemistry from the perspective of core literacy,in order to verify whether “problem-based learning” has practical significance for high school chemistry classroom teaching,whether it can arouse students' interest in learning chemistry,and stimulate students' enthusiasm and initiative in learning,and then achieve the purpose of improving the core literacy of high school students in chemistry.The paper firstly uses a questionnaire to understand the development of students' questioning awareness and core literacy in a middle school in Hulunbuir.On this basis,use the guide sheet to collect students' problems,focus on the elements of “problem-based learning”,and select the “Iron and Its compounds”,“Inorganic non-metallic materials-silicon”,“Periodic Table of Elements” related courses have been designed for teaching,and classroom practice has been carried out in Class 5 and Class 13 of Senior One of the middle school.At the same time,the test papers were designed around the core literacy of chemistry cultivated by classroom practice,and all students in Class 5 and Class 13 were tested to test the effectiveness of “problem-based learning” on the cultivation of students' core literacy of chemistry.The test results and classroom teaching effects were compared and analyzed,and it was concluded that the average,standard deviation and standard error of the13 classes that used problem-based learning for teaching were better than those of the 5 classes,and the scores of two classes were significant.The enthusiasm for asking questions in class 13 has also been significantly improved.Compared with class 5,the overall learning attitude is more positive.In summary,this paper proves that “problem-based learning” method has certain practical significance for high school chemistry classroom teaching through research.In the process of group discussion and problem solving,it can arouse students' interest in learning chemistry,stimulate students' enthusiasm and initiative in learning,and cultivate the core literacy of chemistry in high school students.